This document discusses various types of non-standardized tests used to measure attitudes, including attitude scales, anecdotal records, and sociometry. It provides details on several types of attitude scales such as Likert scales, semantic differential scales, and Q-sort techniques. It describes how anecdotal records involve written descriptions of significant behavioral incidents observed by teachers. Sociometry is introduced as a basic approach for studying relationships between individuals or groups.

1. NON
STANDARDIZED
TESTS
Prof. (Dr.) Virendra Singh Choudhary
M.Sc, MBA, BAMS, PhD Nursing

2. ATTITUDE
SCALES

3. ATTITUDE SCALES
• These are used for measuring the social
attitudes.
• Questionnaire is prepared, by the items in the
questionnaire is the attitudes of an individual
towards a matter thing and object or system
and scores will be allotted for each item.

4. Conti….
• We will ask the individual to express his/her
response towards an object or system, on the
basis of his/her responses; he/she is assigned a
score which indicates the position.
• Some relevant and indirect statements will also
be used to reveal the attitude.
• The scale also specifies the crucial shades of
opinions.

5. TYPES
1. Point
2. Differential
3. Summated (Likert)
4. Scalogram
5. The Q- sort scaling
6. Semantic differential

6. POINT SCALE
There are two methods
1. Select the words will give the opinion. The
respondent is to cross out every word i.e. more
annoying than pleasing to him. The attitude of a
respondent is known by calculating numbers of
words crossed or not crossed.
2. Two sets of words indicating both favorable and
unfavorable opinions are given. The unfavorable
items may be crossed and favorable items may
be left unscrored.

7. DIFFENTIAL SCALE
These are also known as equal appearing interval
scales. They are used to measure the attitude towards
a given concept or construct. For this purpose a large
number of statements are collected that relate to the
concept or construct being measured. The judges rate
these statements along an 11 category scale in which
each category express a different degree of
favorableness towards the concept.

8. Conti….
The items are than ranked according to the mean
or median rating assigned by the judges and is
used to construct questionnaire of twenty to thirty
items that are chosen more or less evenly across
the range of ratings. The statements are worked in
such a way so that a person can agree or disagree
with them. The scale is then administered to
assemble of respondents whose scores are
determined by computing the mean or median
value of the items agreed with.

9. Conti….
A person who disagrees with all the items has
a score of zero. So, the advantage of this scale
is that it is an interval measurement scale. But
it is the time consuming method and labour
intensive. They are commonly used in
psychology and education research.

10. LIKERT SCALE
(SUMMATED SCALE)
It was developed Rensis Likert. Here the respondents
are asked to indicate a degree of aggrement and
disagreement with each of series of statement. Each
scale item has 5 response categories ranges from
strongly agree and strongly disagree.
5 4 3 2 1
Strongly Agree Indifferent Disagree Strongly
Agree
Disagree

11. Conti….
Each statement is assigned a numerical score
ranging from 1 to 5. It can also be scaled as -2
to +2.
-2 -1 0 1 2

12. Conti….
• To measure the social attitude Likert scale is used.
• It uses only the definitely favorable and unfavorable
statement.
• It consist series of statements to which the
respondents is to react.
• Each response is given a numerical score and the total
score of a respondent is found out by summing up his
different purposes.
• Total score indicates his position on the continuum.
• The likert scale uses several degrees of agreement or
disagreement.

13. THE METHOD OF CONSTRUCTION OF
A LIKERT SCALE
• The researcher gathers a large number of statements
which clearly indicate favorable or unfavorable
attitude towards the issue in question.
• The responses will imply various scores. The scores
are consistently arranged either from the highest to
lowest or from the lowest to highest.
• By adding up different scores of an individual, his
total score is calculated.
• The researcher should identify the items, which have
a high discriminatory power.

14. ADVANTAGES
• It supplies more precise and definite response
towards an issue.
• It permits the revelation of several (5) degrees
of agreement or disagreement.
• It is more informative and reliable.
• It has a broader area of refence method
checking internal consistency.

15. DISADVANTAGES
• The judgment on the basis of total score, which is
estimated by calculating the mean or median, is not
specific.
• The scores on the Likert scale may be helpful for
making an ordering of the people, but it not have any
scientific.
• There is no objective basis for expressing different
degrees of agreement or disagreement.

16. GUTTMAN SCALES/
SCALOGRAM ANALYSIS
• It is based on the idea that items can be arranged
along a continuum in such a way that a person who
agrees with an item or finds an item acceptable will
also agree with or find acceptable all other items
expressing a less extreme position.
• For example- children should not be allowed to watch
incident programmes or government should ban these
programmes or they are not allowed to air on the
television. They all are related to one aspect.

17. Conti….
• In this scale each score represents a unique set of
response and therefore the total score of every
individual is obtained. This scale takes a lot of time
and effort in development.
• They are very commonly used in political science,
anthropology, public opinion, research and
psychology.

18. THE Q SORT TECHNIQUE:
• It is used to discriminate among large number of
objects quickly. It uses a rank order procedure and the
objects are sorted into piles based on similarly with
respect to some criteria. The number of objects to be
sorted should be between 60-140 approximately.
• For example, here we are taking nine brands. On the
basis of taste we classify the brands into tasty,
moderate and non tasty.

19. Conti….
• We can classify on the basis of price also- low,
medium, high. Then we can attain the perception of
people that whether they prefer low priced brand,
high or moderate. We can classify sixty brands or pile
into three piles. So the number of objects is to be
placed in three piles- low, medium or high.
• Thus, the Q- sort technique is an attempt to classify
subjects in terms of their similarity to attribute under
study.

20. SEMENTIC DIFFERENTIAL
SCALE
• This is a seven point scale and the end points of the
scale are associated with bipolar labels.
1 2 3 4 5 6 7
Unpleasant Pleasant
Submissive Dominant
• The term Sementic differential scale refers to any
collection of rating scales anchored by bipolar
adjectives. It is very flexible approach to obtaining
measures to attitudes.

21. Conti….
• The, object that is rated is called the “concept” and
almost anything can be rated including family
planning, cosmetics, political parties etc.
• Normally, a Sementic differential scale is based on a
number of attributes relating to the research topic.
The extreme point represents the bipolar adjectives
with the central category representing neutral.

22. Conti….
• In the Sementic differential scale only the extremes
have names. The in- between categories have either
blank spaces or sometimes a number. Some examples
of the scale are as follows.
• Good…………………………………………….Bad
• Honest…………………………………….Dishonest
• Progressive………………………...Behind the times

23. ANECDOTAL
RECORD

24. ANECDOTAL RECORD
• A factual record of an observation of a single
specific, significant indent in the behavior of a
student. It is a written description of a specific
incident for which a teacher has observed.

25. CHARACTERISTICS
• They should contain a factual description of what
happened and under what circumstance the behavior
occurred.
• Each record should contain a record of a single
incident.
• The incident record should be that is considered to be
significant to the pupil’s growth and development.

26. Conti….
• Objective description of the behavior should mixed
up with the subjective comments.
• The exact behavior of the student should be recorded
inference, guesses or assumption must be avoided,
unless it signifies.
• The record should be regarded as confidential. It
should not fall in to irresponsible hands.
• The record act as supplement for other records.

27. PURPOSES
• To stimulate the teacher to look to information.
• To understand individual basic personality pattern
and his reactions indifferent situations.
• The teacher is able to understand her pupil in a
realistic manner.
• Ti provides an opportunity for healthy pupil- teacher
relationship.
• Help the student to improve their behavior, as it is a
direct feedback to an entire observed incident.
• Can be used by student for self- appraisal and peer
assessment.

28. PRINCIPLES
• Concentrate on only one or two behavior observation
should be selective.
• Record should be complete.
• They should be kept by all teachers and not only by
the student teacher.
• Record the incident or action as soon as possible after
it has happened.

29. • They should have a compiled and field.
• The teacher should have practice and training in
making observation and writing Anecdotal Record.
• Name of student, class and school, date of
observation.
• Setting background of the incident.
• Interoperation of the behavior.
• Recommendation concerning the behavior.

30. MERITS
• Use of formative feedback.
• Economical and easy to develop.
• Provision of insight into total behavioral incident.
• It helps in clinical service practice.
• They record critical incidents of spontaneous
behavior in natural setting.

31. • They can be use as a supplement to quantitative data.
• They stimulator teacher to use in record and
contribute to them.
• They are very good for young children who are
unable to use paper pencil test.
• The non members use these records and acquaint
themselves with the student.

32. DEMERITS
• They tend to be less reliable than other observational
tool as they tend to be less formal and systematic.
• They are time consuming to write.
• It is difficult for the observe to maintain objectivity
when he/she record the incident observed.
• It written content incident may lose their meaning.
• The observer tends to record only undesirable
incident and neglect the positive incident.

33. SOCIOMETRY

34. SOCIOMETRY
• Sociometric techniques are basic approach for the
study relationship. Degree of acceptance, role and
interaction with in group.
• It means for assessing and displaying such
information as interpersonal choices by group
member.

35. • The word sociometry comes from Latin “socius”,
meaning social and the Latin “metrum”, measure. As
these roots imply, sociometry is a way of measuring
the degree of relatedness among people. Jacob
Moreno defned sociometry as “the inquiry into the
evolution and organization of groups and the position
of individuals within them.”

36. DEFINITION
• Sociometry is a set of technique to measure in
quantities and diagrammatic term attraction in IPR.
• A useful working definition of sociometry is that it is
a methodology for tracking the energy vectors of
interpersonal relationship in a group. It shows the
patterns of how individuals associate with each other
when acting as a group toward a specified end or
goal.

37. • Monero defined sociometry as “the mathematical
study of psychological properties of populations, the
experimental technique of and the results obtained by
application of quantitative methods”.
• Sociometry may be described as a means of
presenting simply and graphically the entire structure
of relations existing at a given time among members
of a given group. The major lines of communication
or the pattern of attraction and rejection in its full
scope are made readily comprehensive at a glance.

38. USES
• It enables the researcher to get a comprehensive
picture of the structure of social relationship.
• It is special method of obtaining the information
through oral question, written response and analyzing
the record in studying the group.
• It is technique whereby each member is asked to state
the kind of relationship.
• It is useful in assigning committees for students.
• It enhance the setting up small group.

39. • It help organize class projects.
• This technique is simple is used and speedy in
administration.
• It help in curricular activity like formation of group,
partners for specific activities.
• Study relationships among members and to improve
them.
• To organize classroom groups.
• To assist those who have become isolates in the
group.
• To assign responsibility to the members of the group.

40. LIMITATIONS
• Not necessarily stable relationship.
• Some members of the group may not reveal their real
relationships on account of some fear or other
considerations.

41. SOCIOMETRIC CRITERIA
• Sociometry is based on the fact that people make
choices in interpersonal relationships.
• Choices are always made on some basis or criterion.
• The criterion may be subjective, such as an intuitive
felling of liking or disliking a person on first
impression.
• The criterion may be more objective and conscious,
such as knowing that a person does or does not have
certain skills needed for the group task.

42. PROCESS OF SOCIOMETRY
• A Sociogram is an important tool for teachers. The
Sociogram is the chart used to actually apply
sociometry in the classroom. It charts the
interrelationship with a group. Its purpose is to
discover group structures and the relation of any one
person to the group as a whole.
• Its value to the teacher is in its potentiality for
developing greater understanding of group behavior
so that he may operate more wisely in group
management and curriculum.

43. • This shows the positive nature of sociometry and the
use of it is important for understanding the
relationships with classrooms. Once this relationship
is understood by the teacher, group work can be better
facilitated for greater learning to occur.
• The data for the Sociogram may also be displayed as
a table or matrix of each person’s choices. Such a
table is called a sociomatrix.

44. SOME PRINCIPLES ON
CRITERION SELECTION
• The criterion should be as simply started and as
straightforward as possible.
• The respondents should have some actual experience
in reference to the criterion, otherwise the questions
will not arouse any significant response.
• The criterion should be specific rather than general or
vague. Vaguely defined criteria evoke vague
responses.

45. • When possible, the criterion should be actual rather
than hypothetical.
• A criterion is more powerful if it is one that has a
potential for being acted upon. For example, for
incoming college freshmen the question “Whom
would you choose as a roommate for the year?” has
more potential of being acted upon than the question
“Whom do you trust?”
• As a general rule questions should be future oriented,
imply how the results are to be used, and specify the
boundaries of the group.

46. ADMINISTERING THE TEST 1
• Thos involves the simple task of asking every person
who they would like to be with and not like to be with
to carry out a specific activity, selected as per criteria.
• Also: who does that person think would also like to
be not be with him/her to carry out the same selected
activity- this involves an element of prediction.

47. • The first two questions obtain information on the
individual’s view of the group.
• The next two reflect how that individual perceives
him/herself in the context of the group itself- this
yields a measure of ‘socioempathy’.

48. THE SOCIOMETRIC STATUS
• The quantitative analysis of the responses yield the
“sociometric status’ of each child that is definable on
the base of two dimensions:
• Popularity vs. isolation- determined by number of
choices received from peers.
• Rejection vs. acceptance- determined by the number
of refusals receives from peers.

49. CRITICAL
INCIDENT
REPORT

50. • The critical and the steps which are useful for
analyzing of the event is known as critical incident
technique.
• To evaluate performance of the student, the evaluator
record specific incident of effective behavior.
• E.g., completion of an assignment, maintain a quality
of nursing care of the patient benefit.
• Ineffective behavior (negative)
• E.g., lead a poor nursing care, fall to provide patient
benefit.

51. DEFINITION
• The description of incident should be explained in
detail, what a student did or said that made a teacher
to believe be really understand something or failed to
understand it.
• It is a description of an event in which data are
limited to factors that have direct bearing on the event
itself.
• It is a set of procedures used for collecting direct
observations of human behavior that have critical
significance and methodically criticize.

52. CRITERIA FOR USING
CRITICAL INCIDENT
• Teacher has to observe actual behavior must be
reported.
• Define the judgment of behavior i.e. considered be
critical.
• All the relevant factors in the incident.

53. STEPS IN CRITICAL
INCIDENT TECHNIQUE
• Determining and remaining the incident.
• Fact finding (which includes collecting the details of
the incident from the participants)
• Identify the issues
• Resolve the issues
• Evaluation

54. HOW TO RECORD THE
CRITICAL INCIDENTS
• Total period of observation has to be written on the
form.
• Number of incidents, effective and ineffective
behavior has to be recorded.
• Space for signature of the evaluator and the person
who is being evaluated.

55. CHARACTERISTICS TO BE
OBSERVED
• Actual behavior
• Relevant factors
• Definite judgment behavior

56. ADVANTAGES
• Flexible method that can be used to improve
multiuser system.
• Identifies even rare events.
• Useful when problems occur but the cause and
security are not known.
• Inexpensive and provides rich information.
• Can be applied using questionnaires or interviews.
• E.g., A nurse enters the room of a 45 year old male to
take BP as ordered 4 hrly. She finds that the reading is
80/50, a drop from 100/80 at the reading 4 hour ago.

57. BIBLIOGRAPHY
• Neeraja KP; “Textbook of Nursing Education”,
Jaypee Publications, Ed. 2007, Pp 10-25.
• Basavanthappa BT; “Textbook of Nursing
Education”, Jaypee Publications, Ed. 2009, Pp 111-
130
• Heidgerken E.Loretta; “Teaching and learning in
schools of nursing, edition Third (2009), Published
by konark publishers PVT LTD Pp 50-70.
• www.wikipedia.com

58. • Sudha R; “Nursing Education Principle and
concepts”, Published by Jaypee, ed. 2013, Pp 83 to
83.
• Moyer and Ruth A. Wiltmann Price” “Nursing
Education foundation for Practice excellence”,
Published by Jaypee, ed. 4th, Pp 122 to 123.
• Bhaskar Nima; “Textbook of nursing education”,
jaypee publishers, Ed.2014, Pp 130-138.